The Veterinarian as Educator: Experiences Undertaking an Anatomy Education Extra Mural Studies Placement
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| Title: | The Veterinarian as Educator: Experiences Undertaking an Anatomy Education Extra Mural Studies Placement |
|---|---|
| Language: | English |
| Authors: | Renato L. Previdelli (ORCID |
| Source: | Anatomical Sciences Education. 2026 19(5):709-722. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Anatomy, Veterinary Medical Education, Undergraduate Students, Peer Teaching, Foreign Countries, Field Experience Programs, Student Experience, Program Effectiveness |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1002/ase.70212 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | Educating clients and teaching and mentoring colleagues are crucial yet underappreciated elements of a veterinarian's professional duties. Unfortunately, veterinary curricula rarely explicitly aim to encourage students to develop effective teaching practices. This study describes a novel 1- to 2-week immersive anatomy education extramural studies (EMS) placement, designed to allow fourth- and fifth-year veterinary medicine students to experience teaching within a professional environment. This study aimed to evaluate the experiences of undergraduate veterinary medicine students and support staff engaged in this opportunity, with a view to exploring the holistic benefits of an anatomy education professional work placement. During 2023-24, 8 students and 4 members of support staff took part in semi-structured online interviews to explore their placement experiences. Thematic analysis using a grounded theory approach resulted in four themes: Quality Learning, Professional Development, A Safe Space for Personal Development, and The Vet as Teacher. Students were engaged in self-directed, active and experiential learning, reported enhanced intrinsic motivation for learning, and improved appreciation of the clinical relevance of anatomy. Students developed professional skills, including multiple aspects of communication, and enhanced awareness of diversity. The placement allowed students to develop personal attributes such as self-efficacy, intellectual humility and uncertainty tolerance in a supportive, safe space. Students strongly identified with the role of a veterinarian as an educator. Consideration should be given to creating formal supported opportunities for students to be actively involved in educating others to enhance student awareness of this crucial professional responsibility and support the development of those necessary skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506201 |
| Database: | ERIC |
| Abstract: | Educating clients and teaching and mentoring colleagues are crucial yet underappreciated elements of a veterinarian's professional duties. Unfortunately, veterinary curricula rarely explicitly aim to encourage students to develop effective teaching practices. This study describes a novel 1- to 2-week immersive anatomy education extramural studies (EMS) placement, designed to allow fourth- and fifth-year veterinary medicine students to experience teaching within a professional environment. This study aimed to evaluate the experiences of undergraduate veterinary medicine students and support staff engaged in this opportunity, with a view to exploring the holistic benefits of an anatomy education professional work placement. During 2023-24, 8 students and 4 members of support staff took part in semi-structured online interviews to explore their placement experiences. Thematic analysis using a grounded theory approach resulted in four themes: Quality Learning, Professional Development, A Safe Space for Personal Development, and The Vet as Teacher. Students were engaged in self-directed, active and experiential learning, reported enhanced intrinsic motivation for learning, and improved appreciation of the clinical relevance of anatomy. Students developed professional skills, including multiple aspects of communication, and enhanced awareness of diversity. The placement allowed students to develop personal attributes such as self-efficacy, intellectual humility and uncertainty tolerance in a supportive, safe space. Students strongly identified with the role of a veterinarian as an educator. Consideration should be given to creating formal supported opportunities for students to be actively involved in educating others to enhance student awareness of this crucial professional responsibility and support the development of those necessary skills. |
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| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70212 |
